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REVIEW OF THE LITERATURE
DESIGN OF THE STUDY
RESULTS OF THE STUDY
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ability first grade ability groups ability third grade analysis analytic-eclectic approach analytic-eclectic basal approach basal readers Common confidence intervals corrected miscues correction strategies descriptive statistics differences in mean eclectic readers emphasizing synthetic phonics favoring the high grade analytic-eclectic readers grammatical function high ability third high and low higher mean scores hypothesis that instructional instructional approach Instructional programs emphasizing Instructional programs stressing intervals were found low ability analytic-eclectic low ability synthetic-phonic low ability third meaning change noncorrected miscues nonword miscues Null hypothesis numbers of miscues oral reading errors oral reading strategies percent percentages present study programs emphasizing synthetic r-l r-l r-l Reader's Digest received instruction result in higher result in similar Scheffe scores of miscues semantically acceptable significant differences similar numbers similarities between cells students who received subjects taught syntactic acceptability synthetic-phonic approach Tables third grade analytic-eclectic third grade cells third grade readers third grade students total sentence